High and Low Referring Teachers

Abstract

The present investigation addressed elementary teachers' perceptions regarding their referral practices by examining certain aspects of Gerber and Semmel's teacher-as-test conceptualization of student referral. More specifically, teachers' perceptions regarding the students they refer, as well as the criteria and resources they use to make referral decisions were addressed. Twenty-four high and low referring elementary teachers were interviewed, and the resulting data were analysed using qualitative methods. Results revealed that these groups of teachers differed with respect to interventions they described which were initiated prior to referral; resources used to make the referral decision; and factors considered when deciding whether to refer. In general, high referring teachers tended to view referral as an initial source of support when student difficulties arose, while low referring teachers tended to adapt instruction in their classrooms and 'exhaust all instructional options' before seeking to refer a student for possible special education services. The implications of these findings for educational practice are discussed.